The COVID-19 pandemic thrust the field of school psychology into unchartered territory--navigating how to continue to serve students in need via a virtual format while attempting to adhere to best practices. During this time, the team at Indiana University began implementing trauma-informed multitiered systems of support (TI-MTSS), more specifically Tier 2 social-emotional interventions, as part of a federally funded grant within a local school corporation. While staying committed to applying evidence-based practices to best integrate students into the TI-MTSS process, the authors discovered the need to further evaluate the merits and potential of student self-report for progress monitoring, a topic yet to be extensively researched. This article reflects the information the authors have gained because of their efforts in hopes that practitioners can use this information to enhance their methods of progress monitoring; thus transferring the responsibility from already overworked teachers and practitioners to students, giving them more voice and autonomy in the TI-MTSS intervention process. This article intends to summarize previous literature on student self-report for progress monitoring while clearly articulating the rationale for student self-report. It also emphasizes the value of self-reports for students with internalizing problems, who are consistently underreferred within the MTSS process (Splett et al., 2019).